An innovative immersive learning program for healthcare communication training.

Jennifer Foucart, Maxime Etenaille, Noelle Junod-Perron

Abstract read

In one paragraph

Article in PEC innovation, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Jennifer FoucartResearch Unit in Healt and Motor Psychology, Faculty of Human Movement Sciences, Erasme Campus, Université libre de Bruxelles, Brussels, BE, Belgium.

Maxime EtenailleResearch Unit in Healt and Motor Psychology, Faculty of Human Movement Sciences, Erasme Campus, Université libre de Bruxelles, Brussels, BE, Belgium.

Noelle Junod-PerronUnit of Development and Research in Medical Education and Department of Community Health and Medicine, Geneva Faculty of Medicine and Medical Directorate, Geneva University Hospitals, Geneva, Switzerland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objective: This study aims to develop and evaluate an Immersive Learning (IL) to enhance healthcare communication skills training. Methods: The IL consisted of a digital tool using a branching scenario model for six clinical themes with feedback provided to students at each critical point. A pre-post-trial design was conducted comparing the IL program against traditional role-playing exercises at Brussels University. Third year physiotherapy students were randomly assigned to an experimental IL group or a control group. Outcomes measures included students' self-perceived communication skills, satisfaction with the IL as well as its usability. Statistical analyses included Wilcoxon tests for skill progression. Results: The IL group showed significantly improved self-perceived communication skills compared to the control group ( Conclusion: The IL program enhanced students' self-perceived communication skills, offering a supportive, engaging, and safe learning environment. IL is a valuable complement to traditional methods in healthcare education. Innovation: This study introduces an innovative IL tool that provides personalized, interactive, and scenario-based learning, fostering autonomy and skill development in a low-pressure environment.

Indexed as

Branching scenarioHealthcare communicationImmersive learningInnovative pedagogical toolStorytelling

Identifiers

PMID41357431

DOI10.1016/j.pecinn.2025.100442

PMCPMC12677089

What OpenQuestion holds

Textmetadata

LicenceCC BY-NC

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.